Moral Development Theories 1
Moral Development Theories
Kailee Weiman
School of Education, Liberty University
Author Note
Kailee Weiman
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Kailee Weiman.
Email: kmweiman@liberty.edu
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Moral Development Theories
Introduction
Educators are the pillar that build a society, and as such should be examples to all that
they will teach in and out of the classroom. Every child and their educational experience will be
unique, as will be the teacher’s method of teaching them. From the twentieth century forward
there has been numerous studies done by an array of scholars, psychologists, and teachers to
create methods to help every student learn. There is no set method that will work for everyone,
but through the studies of each theorist that will be discussed, can the moral implications be seen.
Whether they are on opposite spectrums or closely related each will have helped develop the
students from a young age. The theories will help guide the moral development of the students in
childhood and throughout their lives. A teacher has the responsibility to create a classroom that
allows every child to grow and see a role model that exemplifies their biblical worldview.
Jean Piaget’s Theory of Moral Development
Moral development by Piaget’s terms focused on the way they would change over the
span of a child’s life as they have gained a more concrete view of the world. He broke it down
into two categories called Heteronomous and Autonomous morality. Heteronomous morality
tends to present itself in younger children and focuses on the action of a situation and not the
intent of the action. This comes in part due to younger children understanding rules that are
broken, receive consequences. Rules given by authority figures are what guides a young child,
as they have yet to develop their own sense of morality. Due to this they have a hard time playing
by rules of games, whether set or not, because there is not a conscious understanding of why
there are rules (Slavin et al. 60, 61). Autonomous morality focuses on older children who have
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developed an ability to see through not only the action but look at the intent and situation overall.
As a child gets older, they have developed beyond just an authorities set of rules as their guiding
ethics and have created their own. An older child will have an easier time seeing abstract ideas
and applying their own morals to the situation, and in turn will guide their decision making. At
this age they are also able to interact in play with peers in an organized manner (Slavin 61).
Throughout the development of these phases the will coincide for a time as there is no true set
period that a child will be within each stage.
Lawrence Kohlberg’ Theory of Moral Development
Like Piaget Kohlberg looked at moral reasoning as something that develops over a
person’s lifetime. He broke the development into six stages and then further condensed into three
levels (Slavin 61). The first level is the preconventional where authority figures are the ones who
create and implement rules and consequences. Level two called the conventional is when
children have developed an awareness of those around them, and how their feelings will impact
the decisions that they are making. The last level is the postconventional which he estimated will
only effects a small portion of adults. In this level there is a realization that laws are all a social
construct and are only in place to keep order within society (Slavin 62). Kohlberg’s theory
follows the idea that morals develop through experience, hence why a throughout a person’s
lifetime their morals will change.
Elliot Turiel’s Moral Domain Theory
The idea of moral development and their domains is not specified by age related phases,
as most overlap with one another. Unlike the past two theories which focus on specific times
cognitively in a person’s life that morals will be developed, Turiel’s theory is socially based.
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Albeit it will still start in childhood, it is not limited by the cognitive level of a child. Because
moral judgements are being made based on the social systems it can be inferred that rules are not
derived from authority figures in a traditional sense but a hierarchical way. A child as they grow
will be introduced to people, communities and structures that will change how they view each of
those relations. Age is not the specifier of how rules are made, but the consensus of the
community the child or adult is within. Morals of order, relationships and organization will be
made and decided because of social interactions (Turiel 2017). A child will move through their
moral development phases all at the same time and will continue to grow and develop through
adulthood.
Albert Bandura’s Theory of Moral Development Through Social Learning
Albert Bandura’s Theory of Social Learning was based on the visual and environment
aspects of moral development and learning. From birth a person will learn by interacting with the
stimuli in their environment (Smith 2021). Humans will change their reactions based on what
they have seen others do or say in different situations and contexts. This theory focuses on the
antecedent, modeling and the reinforcement that followed the situation that a person was placed
within. Regarding it being based on modeling, social interactions will be a determining factor to
a child learning their moral standing. What consequences or rewards were received at the end of
the interaction. A child will learn their cues through observation and imitation.
Two Similar Theories
Two theories that share an alikeness are Albert Bandura’s and Elliot Turiel’s theories.
Social shaping is the main point of both theories. Although Bandura’s focuses more on the aspect
of imitation, it’s basic principal is that children and individuals will learn and develop through
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social interaction. The same is understood through Turiel’s theory where it focuses on a person’s
experiences and interactions with others. The environment that a child learns and interacts will
be the foundation for the continued growth of the child and their beliefs.
Two Differing Theories
Based on all the former information two theories that do not align with one another are
Jean Piaget’s and Lawrence Kohlberg’s. They both follow a similar ideal in their logic of how a
child develops their moral beliefs. Both theories also relate that younger children will have a
more stringent belief in rules and authority figures due to their aversion to consequences. They
also both focus on the idea that as a person gets older, they will be able to understand more
abstract ideas, and socially constructed rules. The general consensus for Piaget and Kohlberg’s
theories focuses on the growth that an individual will go through and how their mindset will be
affected by that period in time. They differ though when it comes to the understanding of how
the individual came about developing those morals. Piaget focuses on the level of cognizance
and relates the understanding of beliefs to that. Whereas Kohlberg focused on the emotional and
social understanding and development of ideals and morals.
Biblical Worldview
Those that live by a biblical worldview should strive to be Christlike and be the example
for all to see. In that sense Albert Bandura’s Theory follows the most closely. “Be imitators of
me, as I am of Christ” (2016). Bandura focuses on modeling and developing through observing
those within an individual’s space. Be like Christ and others can too be like Christ. As a child
will learn their cues from those that they see, Bandura’s theory aligns very well with the biblical
worldview. A worldview is how an individual will see the world and the truths that define it. If an
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educator displays their own biblical worldview a student will be able to model and imitate on
their own and of their own volition. Understanding that those students are under the care of
educators it becomes a responsibility to display their faith through their actions and words.
Conclusion
Every theorist provided ways for an educator to better teach and develop a child, so they
may be exactly who they were meant to be. Not one theory will be applicable to every child, but
principles of each can be used in a solid education. Whether the child will grow based on their
age, cognitive level, social interactions their moral beliefs will be influenced by the educators
who give opportunity for their students to grow. They will guide them through academics, rules,
authority and being Christlike. Through an understanding of all the theories previously discussed
a teacher or any individual will be able to continue developing their own morals, and beliefs.
Bestowing onto others through their actions and words the Christlike behavior that those who
follow Christ should exemplify.
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References
Crossway. (2016). The Holy Bible.
Elliot Turiel (2017) A psychological perspective on moral reasoning, processes of decision-
making, and moral resistance, Contemporary Politics, 23:1, 19-33, DOI:
10.1080/13569775.2016.1213079
Slavin, Robert E, and Dale H Schunk. “Chapter 4 Behavioral and Social Theories of Learning.”
Learning Theories EDUC 500 for Liberty University, third ed., Pearson, New York, NY,
pp. 60–64.
Smith. (2021). Social Learning and Addiction. Behavioural Brain Research., 398, 112954–
112954. https://doi.org/10.1016/j.bbr.2020.112954
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